Measuring Home Activities and Participation of Children Receiving Early Childhood Intervention Services in Spain
Autor:
Morales-Murillo, Catalina Patricia
; Pacheco-Molero, Manuel
; León-Estrada, Irene
; Fernández-Valero, Rosa
; Gutiérrez Ortega, Mónica
; McWilliam, R. A.
Fecha:
2024Palabra clave:
Revista / editorial:
Early Childhood Education JournalCitación:
Morales-Murillo, C., Pacheco-Molero, M., León-Estrada, I. et al. Measuring Home Activities and Participation of Children Receiving Early Childhood Intervention Services in Spain. Early Childhood Educ J (2024). https://doi.org/10.1007/s10643-024-01704-xTipo de Ítem:
articleDirección web:
https://link.springer.com/article/10.1007/s10643-024-01704-xResumen:
This study analyzed the fit of data collected with the Measure of Engagement, Independence, and Social Relationships for 3- to 5-year-olds (MEISR 3-to-5-years-old) to a proposed theoretical model based on the cross-walk of MEISR 3-to-5-years-old items and codes from 7 chapters of the Activities and Participation component of the International Classification of Functioning, Disability and Health-Children and Youth (ICF-CY). Participant children (N = 599) were recruited from 44 early childhood intervention programs across 9 autonomous communities (i.e., states) in Spain. Children’s ages ranged from 36 to 72 months (M = 49.22; SD = 9.77). Parents of children completed a sociodemographic questionnaire and a MEISR 3-to-5-years-old scale. Reliability and Confirmatory Factor Analysis (CFA) results supported the internal consistency of the MEISR 3-to-5-years-old items and its content validity for assessing child participation based on the ICF-CY framework. Statistically significant differences on the mean percentage of children who presented difficulties and learning opportunities when participating in home routines by the Activities and Participation ICF-CY chapters were found. No differences were found on children’s strengths for participation across chapters. Implications for practice are discussed. Such implications highlight the use of the MEISR 3-to-5-years-old in early childhood intervention programs to assess child functioning, plan interventions and follow-up child progress to promote learning and development of children.
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